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Q1.

Wendy is an officer and director of Carrot Company, Inc. (‘CCI’).  CCI is incorporated in the state of Maine, which has adopted the ALI Principles of Corporate Governance § 5.05.  CCI distributes carrots, and food products containing carrots, to grocery stores throughout the US.    One day when Wendy is at the supermarket looking at the different types of carrots available, a man named Bugs comes up to her and shows her a new invention which is the best carrot peeler Wendy has ever seen.  When Wendy tells Bugs that she works for CCI, Bugs asks Wendy if CCI would be interested in buying the invention.  Wendy explains that CCI would probably not be interested, but that she would be willing to form a company with Bugs to produce and distribute the invention.    Wendy quits her job at CCI, starts a company with Bugs and makes millions of dollars.  CCI finds out and sues Wendy for taking a CCI corporate opportunity.

Advise Wendy.

 

Q2.

A mining company (‘Bidder’) considers expanding business operations. The board identifies assets held by another company (‘Target’) as a possible acquisition. In the questions below consider the liability of a director (‘A’) on the board of Bidder.

1. Director A is also majority shareholder in Target, holding 60 percent of the outstanding share capital of the company. As majority shareholder of Target, he is interested in an acquisition that is beneficial to Target. He proposes that Bidder purchase the assets for 10 million $ knowing that the value ranges between 7 and 8 million $. Director A does not disclose his interest in Target to the board of Bidder. A majority of the directors approves the acquisition. A’s vote was not decisive for the positive vote.
2. When the shareholders of Bidder learn of A’s interest in Target, they ratify the transaction, believing that it is in the company’s interests. Can the shareholders authorize or ratify a related-party transaction?

 

Q3.

(a) Super Star Sales, Inc. (‘SSS’), a publicly traded company incorporated in Delaware, is trying to fight off a hostile tender offer by Takeover Team Corporation (‘TTC’).  The tender offer is for $50 a share, amounting to a total of $2 billion in cash.    After some investigation, SSS confirms its fears that TTC is known for breaking up companies and selling off their assets.  SSS is concerned that the price of the tender offer is too low, and that if the takeover occurs, SSS employees and customers will suffer.

In order to fight the takeover attempt, SSS tells its shareholders that SSS will repurchase up to 30% of the shares of SSS for $70 a share, if and only if, a shareholder acquires 50% or more of the outstanding shares of SSS.  The strategy prevents TTC from acquiring SSS.

1. TTC, which already owns some SSS shares, sues the Board for breach of duty. Advise TTC.
2. Assume now that the SSS offer to repurchase its own shares is no longer in place and that TTC still wants to acquire SSS. The CEO of TTC, Amy, tells SSS it will raise its offer to $75 a share for the SSS shares.  The SSS Board hates the idea of selling the company to TTC, who it knows will break up and sell SSS.

 

SSS approaches a ‘white knight’ in a company called Galaxy Good Guys, Inc. (‘GGG’).  SSS arranges a deal for GGG to buy SSS at the same price per share as was being offered by TTC ($75 per share).  GGG also plans a partial break-up of the company, by selling a division of SSS, and will borrow against some of the SSS assets to pay for the acquisition.

The SSS board quickly approves the deal without allowing TTC to make a counter offer.

 

SSS then offers GGG a $500 million break-up fee so that TTC could no longer afford to buy SSS if SSS were to pay that fee.

TTC, which already owns some SSS shares, files an action, alleging that the SSS Board has breached its duty to its shareholders and seeking to force SSS and GGG to eliminate the breakup fee so that TTC can continue to bid on SSS.     Advise TTC.

 

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Write 5 pages in which you assess a law in terms of the social contract theories of Thomas Hobbes and Jean-Jacques Rousseau.

Political philosophy is concerned with the formation and maintenance of civil societies. Its central theme is the need to explain the

relationship between individual human beings and their governments.
• Competency. Explain the nature of ethical issues.
o Explain the ethical basis for the relation of individuals to their government.
Competency: Critically examine the contributions of key thinkers from the history of ethics.
o Describe the social contract theories of Hobbes and Rousseau.
Competency: Engage in ethical debate.
o Assess the advantages and disadvantages of differing approaches to political theory.
Competency: Develop a position on a contemporary ethical issue.
o Apply traditional social contract theories to contemporary political life.
Competency: Communicate effectively in the context of personal and professional moral discourse.
o Communicate in a manner that is scholarly, professional, and consistent with expectations for professional communities.

Context

Why do we choose to join together, and what is the best way to organize ourselves for productive social life?

Political philosophers have often approached the issues by asking why and how we join together in the first place. Thinking about what

life would be like without any government is one way to see what benefits we expect from its formation. Hobbes, for example, supposed that

individual human beings, without the limitations provided by a civil society, would be concerned only with the promotion of their own

self-interest, without any respect for other people. Accepting the authority of government, then, is a kind of self-defense, a way of

protecting ourselves against the unbridled selfishness of our neighbors.

On this view, each of us voluntarily agrees to accept limitations on our own freedom so that everyone else will be subject to the same

limitations. The provisions of this social contract make governmental authority legitimate and obligate each of us to obey. It would not

be fair for a person to expect all others to hold up their part of the bargain while make an exception of himself or herself.

The problem with this approach is that it is not always clear when and how we signed up for the program. Sometimes we enter into explicit

agreements, of course. As members of a learning community, for example, we have all consented to have our interactions governed by the

school’s policies. New citizens of a country may make a similar pledge as part of the naturalization process. Most of us, however, simply

grow up somewhere, finding ourselves part of the civil society without ever having voluntarily chosen to enter it.

History provides us with several alternative ways of organizing a civil society.
• Authoritarian governments grant absolute power to a monarch, sovereign, or dictator who exercises political authority by coercive

power or divine right.
• In elitist governments, some group within the whole—distinguished from the rest of the population by aristocratic birth, acquired

wealth, or inherent ability—is allowed to make decisions on behalf of the entire society.
• Democratic societies grant political power to their people, though, in practice, the popular will may be unduly influenced by

rhetorical manipulation.

In any form of government, we often find a distinction between the legislative power to establish laws by which people are to be governed

and the executive power to enforce them. In modern social democracies, for example, constitutional government often devotes a great deal

of attention to the separation and interaction of these powers. As individual citizens, we commonly place our confidence in selected

leaders to govern with the interests of the entire society in mind.
But that brings us back to our initial question of the proper relationship between the society as a whole and each individual living in

it. Suppose that we acknowledge that the welfare of the population at large must sometimes take precedence over private concerns, and that

it is the proper function of the government to make sure that selfish individuals do not interfere with the public good. Even so, each of

us would like to be free to pursue our own plans and ambitions within the framework of society as a whole.

Agreeing to participate in the civil society does not require that we give up all of our private interests. Mill (1859, pp. 91–92) and

Rawls (1971, pp. 136–143) both argue that a well-organized society should preserve as much individual liberty as is compatible with the

continued existence of the state. Justice requires that each of us be permitted to pursue our lives freely, unless doing so interferes

with the freedom of our fellow citizens. This means that we can think and say whatever we want and do anything that will not harm someone

else.

Instructions

Many states require that drivers wear seat belts while operating their motor vehicles. This is not like forbidding the use of cell phones

or intoxicants, which might impair the driver and endanger other people on the roads. The seat belt law imposes a governmental regulation

that can, at most, be held to protect only the individual citizen whose behavior is being restricted. Why should the government be able to

tell an individual what to do in the privacy of his or her own car?

Write a paper assessing the seat belt law, in terms of the social contract theories of Thomas Hobbes and Jean-Jacques Rousseau. Support

your assessment with research on their social contract theories.

Consider the following in your paper:
• Should the government provide security by overcoming the selfish desires of the individual citizen, or should citizens cooperate

voluntarily in service of the general welfare of all?
• What justifies the imposition of governmental authority on individual citizens?
• Are individuals always obligated to obey the dictates of their government?
• Which elements of the traditional theories are relevant to this case?
• Is it unethical for individual citizens to ignore this governmental requirement?
• You may also wish to apply other conceptions of the basis for social and political order.

Additional Requirements

• APA formatting: Include a title page and a references page, formatted according to APA (6th edition) style and formatting.
• References: A typical paper will include support from a minimum of 4 references.
• Length: 5typed, double-spaced pages in length.
• Font and font size: Times New Roman, 12-point.

Assignment

Task: Submit to complete this assignment

Write an executive brief to your training manual. Be sure to include the following sections:
1.Explain the key features of the product on which your users will be trained.
2.Explain how the content of the manual will address the needs of end users at various levels of technical expertise.
3.Describe your manual and discuss how it will be comprehensive and logically organized.
4.Discuss the training format(s) and delivery method(s) you will use for your intended audiences. Be sure to include research or rationale to

justify your formatting and delivery methods.

For additional details, please refer to the Final Project Guidelines and Rubrics document and the Final Project Guidelines and Rubrics document in

the Assignment Guidelines and Rubrics section of the course.

IT 385 Final Project Guidelines and Rubric
Overview
IT professionals perform various functions within an organization and must demonstrate strong interpersonal and communication skills in addition to

their
technical abilities. These communications can involve the creation of technical instructions to end users and should be displayed in a clear,

concise, and
consumable fashion. The final project for this course is the creation of a training manual.
In this assignment, you will demonstrate your mastery of the following course outcomes:
 Create technical and specialized artifacts for explaining products, services, and legal and organizational policies that meet end-userneeds
 Utilize visual representations to communicate technical and specialized information for a variety of audiences
 Select appropriate oral, print, and multimedia tools for communicating technical and specialized information
 Craft technical and specialized artifacts for training and development purposes
Prompt
For your training manual, consider the following situation. You are an employee of the XYZ Company and work in the corporate training division of

the company.
XYZ Company is planning a move from using Outlook for a corporate email system to Gmail. As a part of the Gmail rollout, you are being tasked with

the
development of a training manual for employees of XYZ that will ensure a smooth transition to the new email system. As part of the training

document, you will
address the issue of different technical abilities of the various audiences within the corporation. The manual should provide the end user with

clear and concise
instructions that can be used effectively by any member of an organization.
Specifically, the following critical elements must be addressed:
I. Executive Brief – create an executive brief that addresses the following points:
a) Describe the key features of the product specific to the target audience (users that will be trained).
b) Explain how the content of the manual will address the needs of end users at various levels of technical expertise.
c) Describe your manual and discuss how it will be comprehensive and logically organized.
d) Create an exemplar to showcase the specific training format and delivery method(s) appropriate for the target audiences. Be sure to include
research or rationale to justify your formatting and delivery methods.
II. Basic User Training – complete the part of the training manual that trains users on basic skills of the new email program. Make sure to include

the
following:
a) Describe the purpose of the training—be sure to describe the skills that basic users should possess upon completion of the training.
b) Apply appropriate formatting that supports basic user skills and needs.
c) Create instructions for explaining operation of the product or service for basic users.d) Select and include appropriate visual representations

or graphics to support basic user needs.
III. Intermediate Training – complete the part of the training manual that trains users on more advanced skills of the new email program. Make sure

to
include the following:
a) Describe the purpose of the training. Be sure to describe the skills that intermediate-level users should possess upon completion of the

training.
b) Apply appropriate formatting that supports intermediate-level user needs.
c) Create instructions for explaining operation of product or service for intermediate-level users.
d) Select and include appropriate visual representations or graphics to support intermediate user needs.
IV. Training Manual – complete and submit the final draft of the training manual, including all previous sections, with adjustments and changes

based on
the feedback offered by your instructor. In addition:
a) Compose disclaimers or legal notices that address legal and organizational ramifications for misuse of the manual, product, or service.
b) Apply formal naming and brand recognition (i.e., trademarks, copyrights, and other applicable legal notations) throughout the manual.
Milestone One: Executive Brief
Milestones
In Module Two, students will create an executive brief that addresses the following points:
1. Explain the key features of the product on which your users will be trained.
2. Explain how the content of the manual will address the needs of end users at various levels of technical expertise.
3. Describe your manual and discuss how it will be comprehensive and logically organized.
4. Create an exemplar to showcase the specific training format and delivery method(s) appropriate for the target audiences. Be sure to include

research or
rationale to justify your formatting and delivery methods.
Successful completion of this milestone will lay the groundwork for how to approach the development of the training manual based on the needs of

those who
will be using it to learn to use the new system (the target audience[s]). This milestone is graded with the Final Project Milestone One Rubric.
Milestone Two: Basic User Training
In Module Four, students will complete the part of the training manual that trains users on basic skills of the new email program. This will include

the following:
1. Describe the purpose of the training—be sure to describe the skills that basic users should possess upon completion of the training.
2. Apply appropriate formatting that supports basic user skills and needs.
3. Create instructions for explaining operation of product or service for basic users.
4. Select and include appropriate visual representations or graphics to support basic user needs.This milestone is graded with the Final Project

Milestone Two Rubric.
Milestone Three: Intermediate Training
In Module Six, students will complete the part of the training manual that trains users on more advanced skills of the new email program. This will

include the
following:
1. Describe the purpose of the training. Be sure to describe the skills that intermediate-level users should possess upon completion of thetraining.
2. Apply appropriate formatting that supports intermediate-level user needs.
3. Create instructions for explaining operation of product or service for intermediate-level users.
4. Select and include appropriate visual representations or graphics to support intermediate user needs.
This milestone is graded with the Final Project Milestone Three Rubric.
Final Submission: Training Manual
In Module Seven, students will complete and submit the final draft of the training manual, including the following:
1. All previous sections with adjustments and changes based on the feedback offered by your instructor
2. The addition of legal notices that address legal and organizational ramifications for misuse of the manual, product, orservice
3. The application of formal naming and brand recognition (i.e., trademarks, copyrights, and other applicable legal notations) throughout themanual
4. The manual is checked for grammar, spelling, syntax, and proper citations and is well written, organized, andconcise
This submission is graded with the Final Project Rubric.Final Project Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Executive Brief:
Product
Meets “Proficient” criteria and
discusses additional features
that may be of benefit to users
Comprehensively describes the
product or service on which
users will be trained and
discusses the key features
appropriate to the target
audience
Describes the product or service
on which users will be trained,
but does not discuss key
features, or key features are not
appropriate to the target
audience
Does not describe the product
or service on which users will
be trained
7
Executive Brief:
Content
Meets “Proficient” criteria and
provides specific examples to
substantiate claims
Explains the deliberate aspects
of the manual that ensure that
all levels of user technical
expertise are addressed
Explains how the content of the
manual addresses user needs,
but does not address all levels
of expertise
Does not explain how content
of manual addresses user
needs
6
Executive Brief:
Manual
Meets “Proficient” criteria and
cites research to substantiate
claims
Describes how the completed
artifact will be comprehensively
and logically organized for
training
Describes how the completed
artifact will be comprehensively
and logically organized, but
does not address the impact on
training
Does not describe how the
completed artifact will be
comprehensively and logically
organized
6
Executive Brief:
Format and Delivery
Meets “Proficient” criteria and
discusses why the chosen
exemplar is more appropriate
to the target audiences than
other formats and delivery
methods
Creates an exemplar that
showcases the training format
and delivery method(s)
appropriate chosen for the
target audiences and justifies
formatting and delivery choices
with research or rationale
Creates an exemplar that
showcases the training format
and delivery method(s)
appropriate chosen for the
target audiences, but does not
justify formatting and delivery
choices with research or
rationale
Does not create exemplar that
showcases the training format
and delivery method(s)
appropriate chosen for the
target audiences
6
Basic Training:
Purpose
Meets “Proficient” criteria and
connects the benefits of the
new product for the end user
Describes the purpose of the
training and describes the skills
that basic users should possess
upon completion of training
Describes the purpose of the
training, but does not describe
the skills that basic users should
possess upon completion of
training
Does not describe the purpose
of the manual and does not
describe the skills that basic
users should possess
7
Basic Training:
Formatting
Meets “Proficient” criteria and
discusses why the format
chosen is more appropriate to
support basic user skills and
needs than alternative formats
Applies formatting to the
training artifact that is
appropriate to support basic
user skills and needs
Applies formatting that is
somewhat appropriate to
support basic user skills and
needs, but may still be too
technical or advanced in parts
Does not apply formatting
suitable to the skills and needs
of basic users (too technical or
advanced)
6Basic Training:
Operation
Meets “Proficient” criteria, and
instructions support ease of use
of product
Creates comprehensive
instructions for of product or
service for basic users
Creates instructions for
operation of product or service,
but instructions lack detail or
are not appropriate for basic
users
Does not compose instructions
for operation of product or
service for basic users
6
Basic Training:
Graphics
Meets “Proficient” criteria, and
visual representations
complement training
instructions to support ease of
use at each step
Selects and employs appropriate
visual representations that
support basic user needs
Selects and employs visual
representations, but
representations are not
appropriate for basic users
Does not select or employ
visual representations
6
Intermediate Training:
Purpose
Meets “Proficient” criteria and
connects the benefits of the
new product for the end user
Describes the purpose of the
training and describes the skills
that intermediate users should
possess upon completion of
training
Describes the purpose of the
training, but does not describe
the skills that intermediate
users should possess upon
completion of training
Does not describe the purpose
of the manual and does not
describe the skills that
intermediate users should
possess
7
Intermediate Training:
Formatting
Meets “Proficient” criteria and
discusses why the format
chosen is more appropriate to
support intermediate user skills
and needs than alternative
formats
Applies formatting to the
training artifact that is
appropriate to support
intermediate user skills and
needs
Applies formatting that is
somewhat appropriate to
support intermediate user
needs, but may still be too
technical or advanced in parts
or too basic in parts
Does not apply formatting
suitable to the needs of
intermediate users (too
technical or advanced or too
basic)
6
Intermediate Training:
Operation
Meets “Proficient” criteria, and
instructions support ease of use
of product
Creates comprehensive
instructions for operation of
product or service for
intermediate users
Creates instructions for
operation of product or service,
but directions lack detail or are
not appropriate for
intermediate users
Does not compose instructions
for operation of product or
service for intermediate users
6
Intermediate Training:
Graphics
Meets “Proficient” criteria, and
visual representations
complement training
instructions to support ease of
use at each step
Selects and employs appropriate
visual representations that
support intermediate user
needs
Selects and employs visual
representations, but
representations are not
appropriate for intermediate
users
Does not select or employ
visual representations
6
Training Manual: Legal Meets “Proficient” criteria and
does so in accessible language
for all audiences
Composes disclaimers that
address legal and organizational
ramifications for misuse of
manual, product, or service
Composes disclaimers for
misuse of the manual, product,
or service, but does not include
both legal and organizational
ramifications
Does not compose disclaimers 5
Training
Manual:Brand
Recognition
Meets “Proficient” criteria and
expands acronyms for nonindustry-standard terms
Applies formal naming and
brand recognition conventions
appropriately and consistently
throughout artifact
Applies formal naming and
brand recognition conventions
inappropriately or
inconsistently
Does not apply formal naming
and brand recognition
conventions
5Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or
organization that prevent
understanding of ideas
15
Earned Total 100%

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• Explain how both individuals and institutions can be viewed as ethical or unethical.  Give an example of each.
• Explain how law and ethics are different, and why a good reputation can be more important than legal compliance.

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Instruction：
• Chicago Manual of Style format is required
• You must have footnotes as needed as well as a Works Cited section.
• Your essay must tie together your answers to the separate questions within each prompt into a coherent, organized essay based on a central argument and analysis supported by your discussion of the films and readings
• Be sure to refer to specific characters, lines, and scenes from the selected films as well as pertinent secondary sources (outside research is permitted)
• You do not need to write the whole synopses of the films
• Please make sure you have watched the films AND read the readings I uploaded before completing the essay. (otherwise requesting revision will waste the time of both of us)

Topic:
Select two films from the four films listed below. Discuss what the key female characters want out of their lives. How do they push the boundaries of what seems socially acceptable in their individual situation? What message do the films convey about women’s ambitions and obstacles?
• Kilsotteumhttps://www.youtube.com/watch?v=_by9vE3trI8
• The Marriage Life https://www.youtube.com/watch?v=iYsXymLXasY
• Take Care of My Cat (Koyangirŭlput’akhae, 2001, Jeong Jae-eun)
• My Sassy Girl (Yŏpkichŏginkŭnyŏ, 2001, Kwak Jae-young)

Readings: (I suggest you usethe request readings listed below as sources. While other outside sources are also permitted.)
• Oh Young Suk, “Gilsotteum: Pioneer Film-making in the Narrative of Familial Separation and National Division in Korea,” in Korean Film Archive, ed., Women on Screen: Understanding Korean Society and Women through Films (Seoul: Korean Film Archive, 2012), 195-219
• Recommended: James A. Foley, Korea’s Divided Families: Fifty Years of Separation (New York: Routledge, 2009), 91-116.
• So-Hee Lee, “The Concept of Female Sexuality in Korean Popular Culture,” in Laurel Kendall, ed. Under Construction: The Gendering of Modernity, Class, and Consumption in the Republic of Korea (University of Hawai’i Press, 2002) 141-164
• Brian Yecies and Aegyung Shim, “The Rise of the New Corporate Female Producers,” in The Changing Face of Korean Cinema 1960-2015 (New York: Routledge, 2016), 157- 181
• Chi-Yun Shin, “Two of a Kind: Gender and Friendship in Friend and Take Care of My Cat,” in Chi-Yun Shin and Julian Stringer, eds., New Korean Cinema (New York: New York University Press, 2005) 117-131
• Jinhee Choi, “I’m Not a Girl, Yet Not a Woman: Contemporary Korean Romance Films,” in The South Korean Film Renaissance: Local Hitmakers, Global Provacateurs (Middletown, CT: Wesleyan University Press, 2010) 85-115

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Required Readings: Chapter 4 Evaluating a Company’s Resources, Capabilities, and Competitiveness Thompson, A. A., Peteraf, M. A., Gamble, J., &

Strickland, A. J. (2016). Crafting and Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases (20th Ed). New York, NY: McGraw-

Hill

GUIDE TO CASE ANALYSIS (starting section CA1 – CA12)
Complete a Case Analysis to analyze a companies Strengths, Weaknesses, Opportunities, and Threats

Details:

Read Case 22: The Walt Disney Company: Its Diversification Strategy in 2014 (pages C 119 – C134),

Complete a Written Case Analysis (3-5 pages, not including a title page and references page)

(1) choose a model from chapter 3 to perform an external analysis
(2) choose one of the technique from chapter 4 to perform an internal analysis
(3) present your findings as a SWOT report including components of Strengths, Weaknesses, Opportunities, and Threats
(4) propose an action plan and set of recommendations addressing the issues you have identified

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Life Without Parole for Juvenile Offenders (LWOP): This assignment is not rooted in the textbook. Students are to research two U.S. Supreme Court decisions listed below and respond to listed questions.

Please respond using the number and letter of each question.

Two U.S. Supreme Court decisions address Life Without Parole (LWOP) for juveniles under the age of 18:

1. Research the U.S. Supreme Court ruling in the case of Graham v. Florida (2010).

a. What crime was the juvenile convicted of?

b. What was the U.S. Supreme Court ruling?

c. Do you agree or disagree with the court decision? Why or why not?

2. Research the U.S. Supreme Court ruling in the case of Miller v. Alabama (2012).

a. What crime was the juvenile convicted of?

b. What was the U.S. Supreme Court ruling?

c. Do you agree or disagree with the court decision? Why or why not?

3. For what crime or crimes would you recommend LWOP if committed by a juvenile under the age of 18?

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You must submit a response to one of the following questions. Your response must be in a word file of at least 500 words minimum but no more than 800 (between 2-3 pages, approximately). Please submit through Safe Assignments.

In what ways are Asian American women are stereotyped in the mainstream (aka Hollywood) film? Discuss at least 2 stereotypes of Asian American women. How are these stereotypes problematic, even demeaning? How are these depictions historical? You must cite at least 2 sources from the readings/viewings: Slaying the Dragon, Slaying the Dragon Reloaded, William Wei’s “Who Am I?”
2. In what ways are Asian American men are stereotyped in the mainstream (aka Hollywood) film? Discuss at least 2 stereotypes of Asian American men. How are these stereotypes problematic, even demeaning? How are these depictions historical? You must cite 2 sources from the readings/viewings: Slanted Screen, and William Wei’s “Who Am I?”

3. What was the early Asian American film movement concerned with mostly? Discuss the political and/or philosophical of the Asian American media/film movement through the following readings/viewings: Intro and Ch. 1 from Jun Okada’s Making Asian American Film and Video; Eat a Bow of Tea (Wang), and Claiming a Voice (Dong). You must cite at least 2 of the sources listed.

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James Fowler was an American theologian who was the professor of Theology and Human Development at Emory University. He has produced several pieces of literature illustrating his theory of faith development. This week, you will review an article that introduces his stages of faith in relation to the developmental concepts you have learned about in this course. Faith theorists recognize the complex interplay of factors that impact one’s faith development. Development of faith, like other aspects of human development, involves movement from one stage to another and is not always systematic or predictable. Individuals can reach chronologic and biological adulthood while reflecting structural stages of faith that are more indicative of early or middle childhood or adolescence. Spiritual nurturing and practice, combined with a person’s spiritual aptitude and discipline, impacts the pace and depth of faith development.

After reading and reflecting on the article, develop your thread addressing these questions:

1. What are your impressions of faith development in relation to an individual’s other developmental processes? Do you feel that there is interconnection, or do you oppose the idea that successful faith development requires successful development in other areas? Explain your answer using examples and support from the article and/or other sources of information.
2. Using your personal experiences, briefly describe some of the most meaningful characteristics of your faith development process. If there were pivotal moments or notable influences, good and bad, mention the significance of those people or events. Only include the most relevant details. Make sure to relate your thread to elements of Fowler’s faith development theory and your specific experiences.

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